@phdthesis{oai:tsukuba.repo.nii.ac.jp:00008163,
 author = {Mizutani, Yumi and 水谷, 由美},
 month = {},
 note = {The present study conserned the student involvement in transition planning, and the partnership among students, their parents, and teachers in Japanese special high schools for students with intellectual disabilities. First, characteristics and problems in current practice of their involvement in individualized plans for instruction and career guidance at Japanese special high schools nationwide (N=220) were surveyed by the questionnaire. It was found that teachers for students with intellectual disabilities developed the plans at the teachers'meeting in school. Second, the six post-school case studies of Japanese young adults with intellectual disablities in Tokyo were surveyed by semi-structured interviews using the Japanese version of Transition Planning Inventory. It was found that there were differences in thoughts about the transition needs among young adults themselves, their parents, and the supervising professionals at post-secondary settings. Third, thoughts of student and parent involvement in indivdualized transition support plans were surveyed ..., 2003, Includes bibliographical references},
 school = {筑波大学, University of Tsukuba},
 title = {Individualized transition support plans for students with intellectual disabilities : implications for involvement of the students and the parents},
 year = {2003}
}